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CHAPTER 1

INTRODUCTION, PROBLEM STATEMENT AND OUTLINE OF

THE STUDY

1.1 INTRODUCTION

In this chapter the background, problem statement, purpose and value of the

study are discussed. The general and specific objectives are listed and the

scope of the study is described. This is followed by a discussion on the

paradigms of this study. In addition, the procedures for the empirical study

are listed and the outline of the study is revealed.

1.2 BACKGROUND TO THE STUDY

Historically, many learning programmes have incorporated work experience,

and many qualifications have included some kind of workplace experience

and workplace-based assessment (Meyer, Mabaso, Lancaster & Nenungwi,

2004:224).

According to Greenwood (2006:13), learnerships, as a national initiative,

were developed and implemented by the Department of Labour (DoL),

promoted by the National Skills Development Strategy (NSDS) of 2001 and

are intended to satisfy the requirements of the labour market.

The Skills Development Act (No. 97 of 1998) introduced a new approach to

the promotion and development of work-related skills in South Africa (RSA,

2003:1). The overall vision is to create an integrated skills development

system, which promotes growth in employment, social development and the

economy through focusing on integrated education, training and employment

opportunities, which includes learnerships (Blumenthal, 2004/2005:134).

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Robbins, Odendaal and Roodt (2003:358) view the concept of learnership as

an important component of the South African NSDS and indicate that similar

to traditional apprenticeships, learnerships are on-the-job training

programmes. Unlike apprenticeships, learnerships are not limited to technical

‘blue-collar’ trades and younger people entering the employment world.

1.3 PROBLEM STATEMENT

According to Du Plessis, Fouché and Van Wyk (2002:179), a skilled

workforce is an essential requirement for the growth of the South African

economy. Coetzer (2006:25) notes that South Africa’s economy is growing

faster than its infrastructure and skills base can cope with. Therefore, training

is becoming increasingly important, especially with regards to critical

technical skills such as engineering.

The Skills Development Act (No. 97 of 1998) was passed to redress skills

shortages. This Act is supported by the South African Qualifications Authority

Act (No. 50 of 1995), the Skills Levies Act (No. 9 of 1999), the National

Qualifications Framework (NQF), the established Sector Education and

Training Authorities (SETAs), together with other legislation (RSA, 2003:1-2).

The SETAs are responsible for learnership programmes and use

discretionary funds, drawn from levy income, to achieve their sector priorities

(Sunday Times, 2004:1).

With effect from 1 April 2001 almost all South African employers pay a skills

development levy of one percent per remuneration cost towards skills

development levies. Of these levies, 20 percent is paid into the National

Skills Fund (NSF). Funding from this source is used to increase education

and training opportunities, including learnerships (Mercorio & Mercorio,

2001:14-15).

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Freeman (2003:8) reports that businesses have embraced the concept of

workplace learnerships. While acceptance of learnerships has occurred

slowly, it has occurred steadily enough to convince even the sceptics that this

type of learning is the way forward.

However, some people perceive learnerships as being burdensome, placing

significant obligations and requirements on the resources of businesses

(Business Day, 2003:3). Others feel that learnerships hold promise in a

number of ways, providing that obstacles like the SETAs’ imperfect

administrative systems, inadequate support systems in education and

complex stakeholder relationship can be overcome (Karlsson & Berger,

2006:62).

Key skills shortages, coupled with high levels of unemployment and

“unemployability” are well documented in South Africa. Thus, not only is there

an impact on employment, but also on the type of skills and human capital

required across the sectors (Babb & Meyer, 2005:2).

Babb and Meyer (2005:198) further state that from South African case

studies on learnerships, the following issues relating to learnerships need to

be addressed:

• declining levels of employment and skills shortages with relation to the

labour force in South Africa

• distributing of income on an equal basis

• access to education, training and employment opportunities

• the effects of race, gender and geographical location on advancement

opportunities.

According to Naidoo (2003:3), learnerships, which are meant to reduce the

skills shortage, are not addressing this shortages problem. This is mainly

because the SETAs have failed to communicate the benefits of learnerships

to companies aggressively.

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1.4 PURPOSE OF THE STUDY

Based on the above problem statement, the purpose of this research is to

determine organisational perspectives of learnerships within the

Manufacturing, Engineering and Related Services Education and Training

Authority (MERSETA) organisations in the Sedibeng district municipal area.

Perspectives are defined as an individual way of regarding a situation, for

example one influenced by personal experience or considerations

(Chambers, 1999:1034).

1.5 VALUE OF THE STUDY

This research serves as a tool to investigate certain elements of uncertainty

regarding learnerships. The importance of the study lies in the fact that no

study of this nature has been conducted in Sedibeng district municipal area

to date.

The study seeks to establish whether learnerships are beneficial to

MERSETA organisations in the Sedibeng district municipal area.

The findings should assist local organisations in:

• planning their development and training programmes

• understanding the concept of learnerships

• determining what to expect from implemented learnerships

• sourcing staff

Findings should also provide important feedback to the Department of Labour

and the MERSETA. These findings can assist with the future planning and

implementation of learnerships, as well as other training programmes.

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1.6 RESEARCH OBJECTIVES

1.6.1 General objective

• The general objective of this study is to determine organisational

perspectives of learnerships within certain MERSETA organisations in the

Sedibeng district municipal area.

1.6.2 Specific objectives

The specific theoretical objectives of this study are to:

• conduct a literature study regarding the origin of learnerships

• carry out a literature review regarding organisational perspectives towards

learnerships.

The specific empirical objective of this study is to:

• evaluate organisational perspectives towards learnerships in

manufacturing, engineering and metal organisations that fall under the

MERSETA within the Sedibeng municipal district area.

1.7 RESEARCH METHODOLOGY

The two main research methods that will be used to achieve the objectives of

this study are outlined in Figure 1. Each method is briefly described in the

following sections.

In most cases the first phase of postgraduate research methodology is to

conduct a review of the literature that is relevant to the research area (a non-

empirical study). Hart (1998:13) defines a literature study as: “…the

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selection of available documents (both published and unpublished) on the

topic, which contain information, ideas, data and evidence written from a

particular standpoint to fulfil certain aims or express a certain view on the

nature of the topic and how it is to be investigated, and the effective

evaluation of these documents in relation to the research being proposed”.

(Source: Babbie & Mouton, 2003:78)

Figure 1: Research methods

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Welman and Kruger (2001:35) call attention to the fact that the literature

review should not consist of a mere compilation of separate, isolated

summaries of the individual studies of previous researchers. Rather, the

researcher should clearly show how previous studies relate to one another

and how the proposed research ties in with these studies - this is often

referred to as the ‘golden thread’.

Phase 1 of this research focuses on a review of the relevant literature, as

outlined in the theoretical objectives of the study discussed in Section 1.6.2.

Sources were obtained from the following databases:

• SABINET • EMERALD MCB

• EBSCO HOST • LEXIS NEXIS

• Internet • Various library catalogues

• Textbooks • Journals/Periodicals

• Reports • Conference proceedings

The second phase of postgraduate research is through an empirical study in

order to provide insight and understanding of the basic methodological

techniques and methods used during the study, how they were applied and

what purpose they played in obtaining, analysing and interpreting the

relevant data. According to Cooper and Schindler (1998:26), an empiricist

attempts to describe, explain and make predictions through observation.

Phase 2 of this research comprises the empirical investigation applied to

attain the empirical objectives of the study, as outlined in Section 1.6.2. The

empirical study includes a description of the research design, the target

population, the selection of the sample, the measuring instruments utilised

and the methods of statistical analysis employed.

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1.7.1 Research design

In this study, emphasis is placed on both quantitative and qualitative

research. The two methods compliment each other in that quantitative

research focuses on precise and general results, while qualitative research

provides an in-depth perspective from the sample population’s point of view,

especially with regard to those variables that cannot be proven via statistical

analysis (Blaxter, Hughes & Malcolm, 2006:64&65, Kumar, 2005:12-14;

Leedy & Ormrod, 2005:94&95; Malhotra, 1999:148).

According to Blaxter, Hughes and Malcolm (2006:64-67) as well as Cooper

and Schindler (1998:134), both qualitative and quantitative methods may be

used appropriately within any research paradigm. Qualitative researchers are

interested in answering ‘why’ questions and are not prepared to simply

accept the quantitative answers. When placed alongside qualitative

evidence, quantitative evidence is both clear and powerful.

This study aims to determine the current situation with regard to the

perspectives towards learnerships via a literature review and questionnaires,

thus utilising both of the above-mentioned research methods.

1.7.2 Target population

The target population consists of organisations located in the industrial areas

of Vanderbijlpark, Vereeniging and Meyerton, within the Sedibeng district

municipal area, formerly part of the Vaal Triangle (Figure 2). These

municipalities are now known as Emfuleni, Lesedi and Midvaal local

municipalities respectively (Emfuleni Local Municipality, 2008:2; Slabbert,

2005:6-7).

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(Source: The Vaal Meander, 2006:16)

Figure 2: Map of Vanderbijlpark, Vereeniging and Meyerton

This research project’s population consists of a total of approximately 300 (N

= 300) relevant organisations within the Sedibeng district municipal area,

which fall under the MERSETA and are situated in the industrial areas of

Vanderbijlpark, Vereeniging and Meyerton (Slabbert, 2005:6-7; Emfuleni

Local Municipality, 2008:2). During 2006, databases of organisations within

the Sedibeng district municipal area were obtained from the local Emfuleni

Municipality Information services and the Co-operative Education

Department of the Vaal University of Technology.

Of these identified organisations, 150 (n = 150) agreed to take part in the

research project.

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Several organisations indicated that their head offices are not situated within

the Sedibeng district municipal area and, therefore, the researcher

anticipated the elicitation of some responses from outside the Sedibeng

district municipal area for incorporation in the data responses.

1.7.3 Selection of the sample

A sample of 150 small, medium and large organisations will be included in

the research project. These organisations were drawn from databases

obtained from Emfuleni Municipality and the Co-operative Education

Department of the Vaal University of Technology, during 2006.

A non-probability sampling technique in the form of purposive sampling, will

be used in the study. Kumar (2005:179) indicates that purposive sampling is

useful when constructing a historical reality, describing a phenomenon or

developing something about which only a little is known. This description falls

within the scope of the study and, as such, purposive sampling will be used

to obtain a representative selection of respondents to participate in the

survey.

According to Welman and Kruger (2001:63), purposive sampling obtains

units of analysis in such a manner that the sample obtained may be regarded

as being representative of the relevant population.

1.7.4 Measuring instrument

Primary data will be generated by means of a questionnaire, designed by the

researcher, to elicit perspectives of learnerships within organisations.

Surveys, using questionnaires, are perhaps the most widely-used data-

gathering technique in business and can be used to measure issues that are

crucial to the management and development of human resources such, as

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behaviour, attitudes, beliefs, opinions, characteristics and expectations

(Anderson, 2004:208).

The questionnaire consists of five sections:

• Section A covers company background, that is: area situated; main

focus; ownership; type of organisation; size, position of person completing

the questionnaire; utilisation of learnerships and membership of the

MERSETA.

• Section B was designed to obtain information relating to these

organisations’ perspectives regarding learnerships, including aspects

such as costs, cultures, benefits, advantages, disadvantages, barriers,

constraints and support structures.

• Section C focuses on learnership levels within the NQF and time

management.

• Section D concentrates on contact and assistance from MERSETA as a

support structure.

• Section E was designed to determine the skills development and training

requirements of the relevant organisations.

1.7.5 Methods of statistical analysis

Descriptive statistics will initially be undertaken to analyse the composition of

the sample.

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The Statistical Package for Social Sciences (SPSS) version 15.0 for

Windows will be used to process the raw data obtained from the

questionnaires.

Quantitative analysis of the question responses obtained from the

questionnaire will be summarised, portrayed and analysed on a statistical

basis in order to offer the researcher the opportunity to analyse the

responses and identify whether the results are skewed (Heather, 2003:59).

The following statistical analyses will be undertaken:

• A pilot study will be conducted to establish content validity.

• Face validity will be established through the circulation of the

questionnaire to ten pilot respondents.

• The researcher will check for skewness of the items in Section B, of the

questionnaire, to determine whether the normality assumptions were

violated or not.

• Internal consistency will be measured under reliability by calculating

Cronbach’s Alpha coefficient (α).

• Frequency analysis and comparison using the Mann-Whitney U test,

based on a probability value of p>0.05, p>0.01 and p>0.10 will be done to

determine statistically significant differences.

• The Spearman’s rank correlation coefficient (rs) will be used to obtain a

measure of linear association between variables in Section B of the

questionnaire.

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1.8 OUTLINE OF THE STUDY

Figure 3 aids in facilitating understanding of the outline of this study.

Problem statement Research objectives

Purpose of the study Chapter 1 - Introduction Research methodology

Value of the study Scope of the study

Skills shortages in S.A. Support structures

Legislation Chapter 2 – Literature study Role players in learnerships

Learnership overview The MERSETA

Research objectives Measuring instruments

Target population Chapter 3 – Methodology Analysis

Research design Reliability and validity

Hypotheses Findings

Results Chapter 4 – Results Conclusions

Overview of study

Conclusions of the study

Recommendations

Chapter 5 – Conclusions and

recommendations

Limitations of the study

Future research

Value of the research

Figure 3: Outline of the study

1.9 SUMMARY

This study concentrates on determining organisational perspectives of

learnerships within certain MERSETA organisations in the Sedibeng district

municipal area. The focus of the study is to establish whether learnerships

are beneficial to the providers thereof.

In this chapter, the problem statement was discussed in order to motivate the

reason for this study. Research questions and the general and specific

objectives were addressed. A brief outline of the study was also provided.

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Chapter 2 presents a literature study on learnerships and applicable

legislation in the South African context. Concept clarification of learnerships,

components, benefits, role players and implementation are discussed. The

chapter concludes with the barriers and challenges facing learnership

implementation.